SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez nos Conditions d’utilisation et notre Politique de confidentialité.
SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
The ResearchMobile learning is… ‘learning in a more personalised way, handing over more control to the learners themselves’ ‘disruptive learning’ (Stead, 2006)‘holds and heightens student interest, engages students in learning, and provides yet another means for expressive and receptive literacy’ (Dogeby, 2007)
‘a small, cleverly designed handheld game can significantly enhance learner performance in mental maths as well as having a positive impact on other aspects of classroom life’ (Robertson, 2009)‘mobile devices can have a positive impact on learning experiences for both educators and students’ (McFarlane, Triggs& Yee, 2008; Ng & Nicholas, 2009)
‘Schools with one-to-one computing programs have fewer discipline problems, lower dropout rates, and higher rates of college attendance than schools with a higher ratio of students to computers…but for one-to- one programs to boost student achievement as well, they must be properly implemented.’ Project Red (Revolutionizing Education) June 2010
(ed. Wan Ng, 2010)Chapter 12Imagine Mobile Learning in your Pockethttp://www.igi- global.com/bookstore/TitleDetails.aspx?TitleId=4177 0
how mobile learning might be used to increase engagement, motivation, ICT curriculum integration and effective learning in K-12 schools. action research questions focused on impact for learning in core curriculum areas, literacy, numeracy, media, interpersonal development
Collaborative project co-funded Average VIC government school – not high-tech 30 Year 8 students Teachers – average ICT skills Cross curriculum approach – English, Social Science, Maths, Science, Music and German, HPE
Three diverse schools, locations and communities: ◦ Corio South, Courtney Gardens, Epsom Years 5-6 initially (early years noted) Teacher action research; good ICT skills Cross curriculum approach embedded within VELS Emphasis on literacy - reading, writing, media 8 iPod Touches per class
Two year project – Australia, Singapore and USA Year 1: ◦ global citizenship and cultural identity Year 2: ◦ personalised learning, improving student literacy in reading and writing, speaking and listening, digital, media and visual literacy ◦ class sets of iPod Touches, Studywiz online learning environment, vodcasts, Apps, etc
The Schools United World College of South-East Asia, Singapore Shepparton High School, VictoriaChormann Elementary, Southgate, Michigan
Two schools – Xavier College and Trinity Catholic Primary School Focus – potential of Nintendo DS to support student learning in Mathematics Four classes used Professor Kageyama Maths Training Program; control group of students used same Maths program with traditional pen and paper 20 minutes each day for 10 weeks
Up to 50 Primary and secondary schools 1:1technologies and collaborative technologies supporting VELS outcomes iPod touch, Netbooks, Flip cameras, Blogs, Wikis, GPS & geocaching, Massive Multiplayer Online Gaming, Quizdom etc Benchmarking, data collection based on rubrics, online survey, reports, interviews
Mobile learning: Promotes confidence and independence regardless of year level and age Promotes peer coaching and developing activities for each other Important in encouraging ESL learners, reluctant learners (at risk/disengaged) Improves attendance, more active participation in class Promotes better preparation and organisation for class Supports more regular completion of school work and homework
Mobile learning stimulates enjoyment in learning…‘fun’ activity Greater interaction (& writing) from boys in particular, in blogs, podcasts and web pages Stimulates teachers and students to work creatively to improve literacy and numeracy Student performance data – improves numeracy and literacy, increases skills in teamwork, interpersonal skills and ICT skills Motivates teachers to rethink their pedagogy around the use of ICT and mobile devices
Good Practice TipsImplementation of Mobile Learning projectshttp://delphian.com.au/mobile-learning-articles Research reportsiPod Touch Reporthttp://delphian.com.au/ipod-touch-research-reportiPodagogy: Using iPods and Video Podcasting for Learninghttp://delphian.com.au/ipods-and-podcasting- learningGlobal Mobile Learninghttp://delphian.com.au/global-mobile-learning- research
Why Mobiles for learning? Small handheld devices enable learning anywhere, anytime Convergence of innovations in mobile technology and social software, Web 2.0 Young people’s social use of technologies For schools it means 1:1 is achievable
Five minute discussion in groups on mobile learning: Are your students ready for mobile learning? Structures, policies, issues
Kids are ready, staff are concerned School policies & ownership of budget Restricted school practices Different tools for different circumstances Support (maintenance & charging) and a team of champions Professional learning How make a raft of technologies co-exist
Educational apps Relevant to kids Use technologies that pervade their lives Engaging for learning Inquiry based constructivist content High quality games prolong engagement Kids can consolidate knowledge independently
TwitterUse Twitter to follow the leaders:#slide2learn#mlearning#edapps
1 2 3 SHEEP is a counting app for young learnerswith 3 fun activities - flying a helicopter aroundthe farm, herding sheep into pens and guidingthe sheepdog into the ute
MATHSTRONAUT is a maths challenge app foraddition and subtraction, designed for Primary and Middle school students.
PLINKERTON is a cybersafety mystery game that aims to create awareness for Middle school students about how to stay safe online.
ReferencesProject Red (2010) Revolutionizing Education, One to One Institute, US.http://projectred.org/McFarlane, A. Triggs, P. & Yee, W. (2008). Researching mobile learning - Interimreport to Becta http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/mobile_learning.pdfNg, W. & Nicholas, H. (2009a). Introduction of pocket PC in schools: attitudes andbeliefs in the first year. Computers and Education.Robertson, M. (2009) Innovative Schooling and Responsiveness to ongoing GlobalChange, La Trobe University, MelbourneStead, G. (2006). Mobile technologies: transforming the future of learning, inEmerging Technologies for Learning, BECTA. http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/emerging_technologies.pdfMetiri Group (2006) Technology in Schools, What the Research Says, Cisco Systems.http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdfDogeby, (2006) Using iPods for Instruction, Principals Partnership, Florida.http://www.principalspartnership.com/iPods.pdf
Enregistrer les diapositives les plus importantes en les clippant
La fonction clipper permet de recueillir et d’organiser en toute simplicité les diapositives les plus importantes d’une présentation. Vous pouvez conserver vos trouvailles dans des clipboards classés par thèmes.